PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas) .
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50min
Review puzzle on solids with students in class. Students will be introduced to particles in a liquid. Think-pair-share about different viscosities in liquids. This is not sufficient. Write a paragraph describing the lesson, including what you will be teaching and how it contributes to students' knowledge of solids.
Opportunities to Learn:
Depth of Knowledge:
Level 1&2 - Students learn about characteristics of liquids. Students are introduced to viscosity and will relate the term by recognizing different liquids in their everyday enviornment. (sic) Students will classify vicos (sic) liquids.
Prerequisite Knowledge:
Students need to know the definition of viscosity and examples of liquids. How will student know what viscosity is?
Plans for Differentiating Instruction:
"A" group think-pair-share. "B" group whole class discussion. What is the difference. They are sixth graders. Are you already ability grouping them and giving them different opportunities to learn? If so, this is rather sad, don't you think?
Accommodations and modifications:
Answer key for solid puzzle will be provided for students so they can use it to study for the chapter test. A handout listing common liquids will be provided for students that need assistance in classifying. Auditory technology will be used to assist students will hearing impairments. Really? Does this happen in your classes? Braile will be used if needed.
Environmental factors:
Cooperative learning and collaboration of peers.
Materials:
Solid puzzle ditto. Smart board/chalk board.
Objectives:
Students will be able to describe how the position and movement of particles in a liquid help to explain the shape and volume of the liquid.
Instruction:
Opening:
Teacher goes over solid puzzle from last class with students and answers any questions students may have about the puzzle or solids in general. What puzzle? There was not puzzle mentioned in the last lesson plan. The puzzle worksheet is in your materials list for today's lesson.How will this opening get students excited about the period?
Engagement:
Teacher asks "Do liquids have a shape of their own?" What shape do liquids take?" Teacher explains that unlike the particles of a solid, the particles in a liquid are free to move around one another. Teacher asks "why doesn't a liquid have a definite shape?" "Why do liquids have definite volume?" Teacher tells students to compare ice and water "What characteristics of water classify it as a liquid at room temperature?"
Teacher defines viscosity aloud. "Can you think of any liquids that are viscos?" What is your definition of viscosity? How will you demonstrate high vicosity and low viscosity? You should probably explain motor oil types here: What does 5W30 and 10W40 mean?
Closure:
Students participate in a "think-pair-share" to answer the question "what liquids can you think of that are viscos (sic) ?" and teacher displays list on board. Each pair of students will hand in their "sharing" part of activity on a piece of paper as they leave the classroom. Why not have them share one suggestion to create the master list? How will you use the smart board?
Assessment:
Informal assessment and discussion. The student pairs will hand in their ideas on paper at the conclusion of class. What questions will you ask?
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 5 Viscosity "Let's Race"
State Standards: GLEs/GSEs:
State/GSE's:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50min
Students will participate in a activity to measure the viscosity of different liquids (how different liquids flow at different rates).
Opportunities to Learn:
Depth of Knowledge:
Level 1&2. Using what students have learned they will predict results of the lab. Students will measure viscosity.
Prerequisite Knowledge:
Students will need to know the definition of viscosity and how it relates to liquids.
Plans for Differentiating Instruction:
"A" group will work with partners, "B" group will participate in the lab as a class. There is evidence that doing lab activiities as demos is not as effective as doing them as labs. Does group B ever get to work with partners? Why not? Aren't you afraid your students might resent being "babied" and misbehave more?
Accommodations and modifications:
Lab sheet will be given with specific instructions. Teacher can use microphone to assist hearing impaired students with lab. Steps of the lab can occur at different times if students prefer. Graph paper will be provided. Assistance will be provided by teacher. More time will be given if needed. Any food allergies have to be known.
Where is the lab sheet?
What instructions will you provide?
Environmental factors:
Safe laboratory practice.
Materials:
graph paper, graduated cylinders, 3 (or more) different liquids, marbles,stop watch, lab sheet You need to be more specific. What liquids will you use? What size graduated cylinders?
Objectives:
Students will measure viscosity of different liquids and compare them using a graph. Nicely worded objective.
Instruction:
Opening:
Teacher opens lesson with the list of viscos (sic) liquids that students came up with in the prior class. Teacher displays some examples on board of viscos liquids and non-viscos liquids using what the pairs of students handed in last class.
Teacher gives instruction for lab "Let's Race" with lab sheet.
Where is the lab sheet?
What instructions will you provide?
Will you model the procedure?
Engagement:
Students participate in lab "Let's Race",(let's race) noting the time it takes for the marbels (sic) to drop in different liquids. Students fill out lab sheet and design a graph plotting time vs. liquid. Complete lab sheet.
Will you have your students design their procedure to make sure the tests are fair? This lab has the potential to be messy. How will you make sure no one gets oil or other substance on their clothes?
Closure:
Students share observations from "Let's Race". Lab sheet is handed in at end of class.
What will you do to make sure that your students "get viscosity" from doing this lab? Will you ask the to define viscosity and give examples? Will you show them different motor oil containers and ask them why different vehicles might need different oils?
Assessment:
Lab sheet and graph.
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 6 Viscosity "Ketchup Race"
State Standards: GLEs/GSEs:
State/GSE's:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
4b. Students demonstrate an understanding of the states of matter by predicting the effects of heating and cooling on the physical state, volume and mass of a substance.
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50 min
Students will be participating in a lab that involves comparing the viscosity of Heinz ketchup versus store bought ketchup.
Students will then read about liquids from the text.
Opportunities to Learn:
Depth of Knowledge:
Level 1,2,&3. Students will measure viscosity of different liquids. Observations will be made by students about the rate that liquids flow. Students will form conclusions using the observational data on the graphs they constructed.
Prerequisite Knowledge:
By this time students should have been introduced to viscosity and tested different liquids' ability to flow. Do they know how to "measure viscosity?"
Plans for Differentiating Instruction:
"A" group reads pages 45-46 from text and works with partners fore (sic) the lab. "B" group reads page 9 from "Matter,Matter,Everywhere" and completes lab as a class. Students will learn from "hands-on" activity and by relating ketchup to real life experience.
Accommodations and modifications:
Small group activity if needed instead of whole class. Braile will be provided if needed. Any allergies need to be addressed. Teacher guided. Please describe the accommodations that you will need to make more completely.
Environmental factors:
Cooperative learning enviornment (sic) and inclusion.Teacher guided inquiry.
Materials:
Heinz ketchup, store brand ketchup, lab sheet, stop watch, paper plates, rulers, wax paper.
Objectives:
Students will learn about viscosity and compare liquids. Student will apply an operational definition of viscosity to compare liquids. What about inquiry? Will they be learning anything about experimentation?
Instruction:
Opening:
Teacher comments on the "let's race" activity from prior class. Tells the students they will be doing a similar activity using two kinds of ketchup. What will you say? What questions will you ask?
Engagement:
Teacher asks students "How many of you have eaten ketchup before?" "Have you ever turned the bottle upside down and waited for the ketchup to come out?" "Sometimes it seems like it takes a long time" Teacher explains ketchup has high viscosity. Teacher supplies students with lab sheet to record their data and materials for the experiment. Teacher gives the class 15-20 min to complete the experiment.Class shares findings and observations briefly.
This is a great activity. You need think it through some more and to add more detail to your plans.Students might be aware of the old ad campaign where Heintz claimed to have the slowest pouring ketchup and implied that it indicated higher quality. If you tell them that you're going to test these claims, they will be very interested. You should guide them through developing a procedure for a fair test and after they are finished, you should help them combine their results so they feel like they actually answered the question.
Your description is too brief to know whether this is what you're thinking or if you're just thinking about what students will be doing during the period. It is not enough to think about the doing (though they won't do anything useful if you don't guide them with clear instructions), you also have to think about what they are learning and what you're trying to teach.
Closure:
Class will then read about liquids,pg 45-46, together in text (pg 9 "B" group). Lab sheet handed in.
The reading is just a second activity. Actually, it is the fourth activity in the lesson: (Describe problem/task, collect data, combine data and discuss findings, and now read.)
Your closure should recap the day's activities and have students sum up with they've learned.
Assessment:
Lab sheet and participation in lab.
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 7 Surface tension and the Amazing Water Race
State Standards: GLEs/GSEs:
State/GSE's:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50min
Students will discover physical and chemical properties of water by participating in the Amazing Water Race. Students will use the science content being used to ask questions, test,make observations,predictions, and offer explanations.
Opportunities to Learn:
Depth of Knowledge:
Level1,2&3 - Students will perform a science activity, make a hypothesis, record observations, and using the observations offer explanations and draw conclusions from it.
Prerequisite Knowledge:
Amazing water race handout.
Plans for Differentiating Instruction:
Flexible grouping. Procedure will be handed out and bulleted on board. Teacher/resource teacher both provide assistance.
Accommodations and modifications:
Students may work with pairs if needed. Peer/Teacher guided. Teacher stands near/in front of hearing impaired students and maintains eye contact when reviewing lab. The lab sheet can be enlarged and also placed on overhead for students that have vision impairements. Students with attention/behavioral impairements can be assigned the reporters in a group to keep them engeged and on task.
Environmental factors:
Classroom management! Frequent check-ins to keep students on task. No more than 5 students at a table.
Eye dropper, cup of water, Amazing water race activity sheet
Objectives:
Students will investigate surface tension.
Students will discover the physical properties of water by participating in the "Amazing Water Race".
Instruction:
Opening:
Teacher refers back to the reading about properties of liquids from last class. Writes the definitions of viscosity and surface tension on the board. Tells students that today they will be investigating surface tension of water.
Engagement:
Teacher hands out "Amazing Water Race" activity sheet. Teacher tells students what they will be doing and goes over the activity with students. Teacher hands out materials. Teacher draws a simple table on board for students to use to collect data. Students investigate the surface tension of water and record data on table.
Closure:
Students share results with the teacher. Teacher comments and answers any questions students may have. Students hand in data table at the completion of class.
Assessment:
Data table.
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 8 Surface Tension/ How many drops of water can a penny hold?
State Standards: GLEs/GSEs:
State/GSE's:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50 min
Students will apply what they have learned from prior classes. They will participate in "How many drops of water can a penny hold?". Their data and observations will be shared.
Opportunities to Learn:
Depth of Knowledge:
Level 1,2&3. Students will estimate how many drops of water a penny can hold. Students will then investigate, using an experimental procedure. Results will be recorded on data table.
Prerequisite Knowledge:
Definition of surface tension.
Plans for Differentiating Instruction:
"Hands on" learning. Activity is "bridged" with one prior. Small groups if needed.
Accommodations and modifications:
Scaffolding if needed. Students may take extra time or do the experiment at home. Magnifying glasses will be provided for students with vision impairements.
Environmental factors:
Materials are easily accessible. Calm and quiet classroom to promote accuracy and limit distractions.
Students will predict how many drops of water a penny can hold and then perform a test to see the results.
Instruction:
Opening:
Teacher explains to students that they will be conducting a short experiment to see how many drops of water a penny can hold.
A short demonstration is made to explain that surface tension is caused by the position and attraction of liquid particles.Teacher draws a circle on the board and places circular magnets within the outline of it like liquid particles are arranged. Teacher asks "What do the circles represent? (Particles in a liquid).Teacher draws lines of attractive forces between all the particles then asks "How do the lines of force differ between surface particles and inner particles?(Surface particles have an attractive force on only one side). "What effect does a one-sided pull have on surface particles? (Surface particles pull together and toward inner particles). Teacher reflects this by moving the circles.
Engagement:
Students get their penny, eye dropper, and cup of water and start investigation(3 trials). Recording observations on data table.
Closure:
Teacher asks if any one got the penny to hold 5 drops? 10? 20? Asks students what external factors can affect the results.
Assessment:
Data table handed in and Liquid worksheet for homework.
Reflections
(only done after lesson is enacted)
Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 9 Surface Tension/Tissue in a Cup
State Standards: GLEs/GSEs:
State/GSE's:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
2a. Students demonstrate an understanding of characteristics [properties] of matter by recognizing that different substances have properties, which allow them to be identified regardless of the size of the sample.
2b. classifying and comparing substances using characteristics [properties] (e.g. solid,liquid,gas)
National Standards:
NS.5-8.2 Physical Science
As a result of their activities in grades 5-8, all students should develop an understanding
Properties and changes of properties in matter
Context of Lesson:
Duration: 1 period/50 min
Students will learn that air takes up space and report about it.
Opportunities to Learn:
Depth of Knowledge:
Level 1&2. Students will watch a demonstration and have to summarize and illustrate what they observed.
Prerequisite Knowledge:
Students must know about the gas phase.
Plans for Differentiating Instruction:
Visual demonstration for visual learners. Students may chose to illustrate/write what they observed.
Accommodations and modifications:
Teacher guided inquiry. Students who need to be in the front to see will be moved closer as well as students who are easily distracted. Students can have extended time and this experiment can be viewed online. STudents who have limited attention spans will be given roles in demonstration.
Environmental factors:
Teacher in the front of the class, demonstrating so everyone can observe. Students that need to be closer will be moved.
Materials:
Fish tank filled with water, plastic cups, tissues, observation worksheet
Objectives:
Students will draw and write observations of why air takes up space.
Instruction:
Opening:
Teacher opens with trivia question on the easel. " By weight, the Sun is _?_ (70%)H, _?_ (28%) He, _?_ (1.5%) C,N,and O, and _?_ (.05%) all other elements". Teacher reminds students about the gas phase.
Engagement:
Teacher demonstrates Tissue in a cup and students learn that air takes up space. Teacher asks "what happened to the tissue?"
Closure:
Teacher answers any questions students may have about demonstration.
Students will write observations of what they saw in notebook and include a drawing, to be handed in for a grade.
Lesson Plan
Lesson Title:
Class 4 Particles in a LiquidState Standards: GLEs/GSEs:
PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50minReview puzzle on solids with students in class. Students will be introduced to particles in a liquid. Think-pair-share about different viscosities in liquids. This is not sufficient. Write a paragraph describing the lesson, including what you will be teaching and how it contributes to students' knowledge of solids.
Opportunities to Learn:
Depth of Knowledge:
Level 1&2 - Students learn about characteristics of liquids. Students are introduced to viscosity and will relate the term by recognizing different liquids in their everyday enviornment. (sic) Students will classify vicos (sic) liquids.Prerequisite Knowledge:
Students need to know the definition of viscosity and examples of liquids. How will student know what viscosity is?Plans for Differentiating Instruction:
"A" group think-pair-share. "B" group whole class discussion. What is the difference. They are sixth graders. Are you already ability grouping them and giving them different opportunities to learn? If so, this is rather sad, don't you think?Accommodations and modifications:
Answer key for solid puzzle will be provided for students so they can use it to study for the chapter test. A handout listing common liquids will be provided for students that need assistance in classifying. Auditory technology will be used to assist students will hearing impairments. Really? Does this happen in your classes? Braile will be used if needed.Environmental factors:
Cooperative learning and collaboration of peers.Materials:
Solid puzzle ditto. Smart board/chalk board.Objectives:
Students will be able to describe how the position and movement of particles in a liquid help to explain the shape and volume of the liquid.
Instruction:
Opening:
Teacher goes over solid puzzle from last class with students and answers any questions students may have about the puzzle or solids in general. What puzzle? There was not puzzle mentioned in the last lesson plan. The puzzle worksheet is in your materials list for today's lesson. How will this opening get students excited about the period?Engagement:
Teacher asks "Do liquids have a shape of their own?" What shape do liquids take?" Teacher explains that unlike the particles of a solid, the particles in a liquid are free to move around one another. Teacher asks "why doesn't a liquid have a definite shape?" "Why do liquids have definite volume?" Teacher tells students to compare ice and water "What characteristics of water classify it as a liquid at room temperature?"Teacher defines viscosity aloud. "Can you think of any liquids that are viscos?" What is your definition of viscosity? How will you demonstrate high vicosity and low viscosity? You should probably explain motor oil types here: What does 5W30 and 10W40 mean?
Closure:
Students participate in a "think-pair-share" to answer the question "what liquids can you think of that are viscos (sic) ?" and teacher displays list on board. Each pair of students will hand in their "sharing" part of activity on a piece of paper as they leave the classroom. Why not have them share one suggestion to create the master list? How will you use the smart board?Assessment:
Informal assessment and discussion. The student pairs will hand in their ideas on paper at the conclusion of class.What questions will you ask?
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 5 Viscosity "Let's Race"State Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50minStudents will participate in a activity to measure the viscosity of different liquids (how different liquids flow at different rates).
Opportunities to Learn:
Depth of Knowledge:
Level 1&2. Using what students have learned they will predict results of the lab. Students will measure viscosity.Prerequisite Knowledge:
Students will need to know the definition of viscosity and how it relates to liquids.Plans for Differentiating Instruction:
"A" group will work with partners, "B" group will participate in the lab as a class. There is evidence that doing lab activiities as demos is not as effective as doing them as labs. Does group B ever get to work with partners? Why not? Aren't you afraid your students might resent being "babied" and misbehave more?Accommodations and modifications:
Lab sheet will be given with specific instructions. Teacher can use microphone to assist hearing impaired students with lab. Steps of the lab can occur at different times if students prefer. Graph paper will be provided. Assistance will be provided by teacher. More time will be given if needed. Any food allergies have to be known.Where is the lab sheet?
What instructions will you provide?
Environmental factors:
Safe laboratory practice.Materials:
graph paper, graduated cylinders, 3 (or more) different liquids, marbles,stop watch, lab sheet You need to be more specific. What liquids will you use? What size graduated cylinders?Objectives:
Students will measure viscosity of different liquids and compare them using a graph. Nicely worded objective.Instruction:
Opening:
Teacher opens lesson with the list of viscos (sic) liquids that students came up with in the prior class. Teacher displays some examples on board of viscos liquids and non-viscos liquids using what the pairs of students handed in last class.Teacher gives instruction for lab "Let's Race" with lab sheet.
Where is the lab sheet?
What instructions will you provide?
Will you model the procedure?
Engagement:
Students participate in lab "Let's Race",(let's race) noting the time it takes for the marbels (sic) to drop in different liquids. Students fill out lab sheet and design a graph plotting time vs. liquid. Complete lab sheet.Will you have your students design their procedure to make sure the tests are fair?
This lab has the potential to be messy. How will you make sure no one gets oil or other substance on their clothes?
Closure:
Students share observations from "Let's Race". Lab sheet is handed in at end of class.What will you do to make sure that your students "get viscosity" from doing this lab? Will you ask the to define viscosity and give examples? Will you show them different motor oil containers and ask them why different vehicles might need different oils?
Assessment:
Lab sheet and graph.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of EducationLesson Plan
Lesson Title:
Class 6 Viscosity "Ketchup Race"State Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50 minStudents will be participating in a lab that involves comparing the viscosity of Heinz ketchup versus store bought ketchup.
Students will then read about liquids from the text.
Opportunities to Learn:
Depth of Knowledge:
Level 1,2,&3. Students will measure viscosity of different liquids. Observations will be made by students about the rate that liquids flow. Students will form conclusions using the observational data on the graphs they constructed.Prerequisite Knowledge:
By this time students should have been introduced to viscosity and tested different liquids' ability to flow. Do they know how to "measure viscosity?"Plans for Differentiating Instruction:
"A" group reads pages 45-46 from text and works with partners fore (sic) the lab. "B" group reads page 9 from "Matter,Matter,Everywhere" and completes lab as a class. Students will learn from "hands-on" activity and by relating ketchup to real life experience.Accommodations and modifications:
Small group activity if needed instead of whole class. Braile will be provided if needed. Any allergies need to be addressed. Teacher guided. Please describe the accommodations that you will need to make more completely.Environmental factors:
Cooperative learning enviornment (sic) and inclusion.Teacher guided inquiry.Materials:
Heinz ketchup, store brand ketchup, lab sheet, stop watch, paper plates, rulers, wax paper.Objectives:
Students will learn about viscosity and compare liquids. Student will apply an operational definition of viscosity to compare liquids.What about inquiry? Will they be learning anything about experimentation?
Instruction:
Opening:
Teacher comments on the "let's race" activity from prior class. Tells the students they will be doing a similar activity using two kinds of ketchup. What will you say? What questions will you ask?Engagement:
Teacher asks students "How many of you have eaten ketchup before?" "Have you ever turned the bottle upside down and waited for the ketchup to come out?" "Sometimes it seems like it takes a long time" Teacher explains ketchup has high viscosity. Teacher supplies students with lab sheet to record their data and materials for the experiment. Teacher gives the class 15-20 min to complete the experiment.Class shares findings and observations briefly.This is a great activity. You need think it through some more and to add more detail to your plans. Students might be aware of the old ad campaign where Heintz claimed to have the slowest pouring ketchup and implied that it indicated higher quality. If you tell them that you're going to test these claims, they will be very interested. You should guide them through developing a procedure for a fair test and after they are finished, you should help them combine their results so they feel like they actually answered the question.
Your description is too brief to know whether this is what you're thinking or if you're just thinking about what students will be doing during the period. It is not enough to think about the doing (though they won't do anything useful if you don't guide them with clear instructions), you also have to think about what they are learning and what you're trying to teach.
Closure:
Class will then read about liquids,pg 45-46, together in text (pg 9 "B" group). Lab sheet handed in.The reading is just a second activity. Actually, it is the fourth activity in the lesson: (Describe problem/task, collect data, combine data and discuss findings, and now read.)
Your closure should recap the day's activities and have students sum up with they've learned.
Assessment:
Lab sheet and participation in lab.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of EducationLesson Plan
Lesson Title:
Class 7 Surface tension and the Amazing Water RaceState Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50minStudents will discover physical and chemical properties of water by participating in the Amazing Water Race. Students will use the science content being used to ask questions, test,make observations,predictions, and offer explanations.
Opportunities to Learn:
Depth of Knowledge:
Level1,2&3 - Students will perform a science activity, make a hypothesis, record observations, and using the observations offer explanations and draw conclusions from it.Prerequisite Knowledge:
Amazing water race handout.Plans for Differentiating Instruction:
Flexible grouping. Procedure will be handed out and bulleted on board. Teacher/resource teacher both provide assistance.Accommodations and modifications:
Students may work with pairs if needed. Peer/Teacher guided. Teacher stands near/in front of hearing impaired students and maintains eye contact when reviewing lab. The lab sheet can be enlarged and also placed on overhead for students that have vision impairements. Students with attention/behavioral impairements can be assigned the reporters in a group to keep them engeged and on task.Environmental factors:
Classroom management! Frequent check-ins to keep students on task. No more than 5 students at a table.Materials:amazing water race
Eye dropper, cup of water, Amazing water race activity sheetObjectives:
Students will investigate surface tension.Students will discover the physical properties of water by participating in the "Amazing Water Race".
Instruction:
Opening:
Teacher refers back to the reading about properties of liquids from last class. Writes the definitions of viscosity and surface tension on the board. Tells students that today they will be investigating surface tension of water.Engagement:
Teacher hands out "Amazing Water Race" activity sheet. Teacher tells students what they will be doing and goes over the activity with students. Teacher hands out materials. Teacher draws a simple table on board for students to use to collect data. Students investigate the surface tension of water and record data on table.Closure:
Students share results with the teacher. Teacher comments and answers any questions students may have. Students hand in data table at the completion of class.Assessment:
Data table.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of EducationLesson Plan
Lesson Title:
Class 8 Surface Tension/ How many drops of water can a penny hold?State Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50 minStudents will apply what they have learned from prior classes. They will participate in "How many drops of water can a penny hold?". Their data and observations will be shared.
Opportunities to Learn:
Depth of Knowledge:
Level 1,2&3. Students will estimate how many drops of water a penny can hold. Students will then investigate, using an experimental procedure. Results will be recorded on data table.Prerequisite Knowledge:
Definition of surface tension.Plans for Differentiating Instruction:
"Hands on" learning. Activity is "bridged" with one prior. Small groups if needed.Accommodations and modifications:
Scaffolding if needed. Students may take extra time or do the experiment at home. Magnifying glasses will be provided for students with vision impairements.Environmental factors:
Materials are easily accessible. Calm and quiet classroom to promote accuracy and limit distractions.Materials:How many drops can a penny hold?
cup of water, eye dropper, penny, data tableObjectives:
Students will predict how many drops of water a penny can hold and then perform a test to see the results.Instruction:
Opening:
Teacher explains to students that they will be conducting a short experiment to see how many drops of water a penny can hold.A short demonstration is made to explain that surface tension is caused by the position and attraction of liquid particles.Teacher draws a circle on the board and places circular magnets within the outline of it like liquid particles are arranged. Teacher asks "What do the circles represent? (Particles in a liquid).Teacher draws lines of attractive forces between all the particles then asks "How do the lines of force differ between surface particles and inner particles?(Surface particles have an attractive force on only one side). "What effect does a one-sided pull have on surface particles? (Surface particles pull together and toward inner particles). Teacher reflects this by moving the circles.
Engagement:
Students get their penny, eye dropper, and cup of water and start investigation(3 trials). Recording observations on data table.Closure:
Teacher asks if any one got the penny to hold 5 drops? 10? 20? Asks students what external factors can affect the results.Assessment:
Data table handed in and Liquid worksheet for homework.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency:
Rhode Island Department of Education
Lesson Plan
Lesson Title:
Class 9 Surface Tension/Tissue in a CupState Standards: GLEs/GSEs:
State/GSE's:PS1 - All living and nonliving things are composed of matter having characterisitics [properties] that distinguish one substance from another.
National Standards:
NS.5-8.2 Physical ScienceAs a result of their activities in grades 5-8, all students should develop an understanding
Context of Lesson:
Duration: 1 period/50 minStudents will learn that air takes up space and report about it.
Opportunities to Learn:
Depth of Knowledge:
Level 1&2. Students will watch a demonstration and have to summarize and illustrate what they observed.Prerequisite Knowledge:
Students must know about the gas phase.Plans for Differentiating Instruction:
Visual demonstration for visual learners. Students may chose to illustrate/write what they observed.Accommodations and modifications:
Teacher guided inquiry. Students who need to be in the front to see will be moved closer as well as students who are easily distracted. Students can have extended time and this experiment can be viewed online. STudents who have limited attention spans will be given roles in demonstration.Environmental factors:
Teacher in the front of the class, demonstrating so everyone can observe. Students that need to be closer will be moved.Materials:
Fish tank filled with water, plastic cups, tissues, observation worksheetObjectives:
Students will draw and write observations of why air takes up space.Instruction:
Opening:
Teacher opens with trivia question on the easel. " By weight, the Sun is _?_ (70%)H, _?_ (28%) He, _?_ (1.5%) C,N,and O, and _?_ (.05%) all other elements". Teacher reminds students about the gas phase.Engagement:
Teacher demonstrates Tissue in a cup and students learn that air takes up space. Teacher asks "what happened to the tissue?"Closure:
Teacher answers any questions students may have about demonstration.Students will write observations of what they saw in notebook and include a drawing, to be handed in for a grade.
Assessment:
Student observations that are handed in.Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: